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description Publicationkeyboard_double_arrow_right Conference object 2018 France EnglishHAL CCSD SSHRC, NSF | Contextual Research-Empir..., NSF | The Effectiveness of Inte...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutor ,NSF| The Effectiveness of Intelligent Virtual Humans in Facilitating Self-Regulated Learning in STEM with MetaTutorAuthors: Harley, Jason, M; Bouchet, François; Azevedo, Roger;Harley, Jason, M; Bouchet, François; Azevedo, Roger;International audience; We help advance the research on emotions with a preliminary investigation of differences between 116 students' typical studying emotions and those they experienced while studying with an ITS. Results revealed that students reported significantly lower levels of negative emotions while studying with an ITS compared to their typical emotional dispositions toward studying. 1 Introduction Achievement emotions are critical because of the impact they have on our success and failure in important and influential domains such as learning and success in school [1]. Emotions can support achievement by fostering motivation, focusing attention and limited cognitive resources on achievement-related activities and promoting adaptive information processing and self-regulation strategies [1]. While research has focused on the emotions learners tend to experience while interacting with these systems, little is known about how students general academic emotional tendencies compare with those experienced during these, often novel, interactions [2]. Understanding how students typically feel while studying is valuable because of its potential to inform user models and design more adaptive ITSs [3]. Moreover, comparisons provide an affective benchmark to help researchers appreciate affective benefits or shortcomings that systems have when compared to students' academic status quo. In this study, we investigated the effect of administering the achievement emotions questionnaire (AEQ [1]) prior to learners' interaction with MetaTutor and halfway through their interaction with it on the negative emotions they reported experiencing. We were particularly interested in learners' negative emotions because of the deleterious impact they can have on learners' experience with the system, self-regulated learning skill use, and achievement. Our hypothesis was that learners would report lower intensity levels of these emotions while studying with MetaTutor on account of lower appraisals of instrumental task value [4, 5]. In other words, because MetaTutor is a low stakes studying environment, like many ITSs, students can focus on content and process practice and mastery without concern for grades [3].
Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne - Sciences de l'Homme et de la Société; Hal-DiderotConference object . 2018Mémoires en Sciences de l'Information et de la CommunicationConference object . 2018All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od_______212::1dc449e63e58d28667d525ec7c9f83a1&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu0 citations 0 popularity Average influence Average impulse Average Powered by BIP!more_vert Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne - Sciences de l'Homme et de la Société; Hal-DiderotConference object . 2018Mémoires en Sciences de l'Information et de la CommunicationConference object . 2018All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od_______212::1dc449e63e58d28667d525ec7c9f83a1&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Article 2018 FranceInstitute of Electrical and Electronics Engineers (IEEE) SSHRC, NSF | The Effectiveness of Inte..., NSF | Contextual Research-Empir...SSHRC ,NSF| The Effectiveness of Intelligent Virtual Humans in Facilitating Self-Regulated Learning in STEM with MetaTutor ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorAuthors: Jason M. Harley; Michelle Taub; Roger Azevedo; François Bouchet;Jason M. Harley; Michelle Taub; Roger Azevedo; François Bouchet;International audience; Research on collaborative learning between humans and virtual pedagogical agents represents a necessary extension to recent research on the conceptual, theoretical, methodological, analytical, and educational issues behind co-and socially-shared regulated learning between humans. This study presents a novel coding framework that was developed and used to describe collaborations between learners and a pedagogical agent (PA) during a subgoal setting activity with MetaTutor, an intelligent tutoring system. Learner-PA interactions were examined across two scaffolding conditions: prompt and feedback (PF), and control. Learners' compliance to follow the PA's prompts and feedback in the PF condition were also examined. Results demonstrated that learners followed the PA's prompts and feedback to help them set more appropriate subgoals for their learning session the majority of the time. Descriptive statistics revealed that when subgoals were set collaboratively between learners and the PA, they generally lead to higher proportional learning gains when compared to less collaboratively set goals. Taken together, the results provide preliminary evidence that learners are both willing to engage in and benefit from collaborative interactions with PAs when immediate, directional feedback and the opportunity to try again are provided. Implications and future directions for extending co-and socially-shared regulated learning theories to include learner-PA interactions are proposed.
https://doi.org/10.1... arrow_drop_down add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1109/tlt.2017.2756629&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu27 citations 27 popularity Top 10% influence Top 10% impulse Top 10% Powered by BIP!more_vert https://doi.org/10.1... arrow_drop_down add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1109/tlt.2017.2756629&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Conference object 2014 France EnglishHAL CCSD SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorMudrick, Nicholas; Azevedo, Roger; Taub, Michelle; Feyzi-Behnagh, Reza; Bouchet, François;International audience; Though some research has focused on agent-direct affective processes, none has examined its impact on multi-agent learning environments and on the detection, modeling and fostering of self-regulated learning processes. 38 participants interacted with MetaTutor, an intelligent, multi-agent hypermedia-learning environment, to learn about the human circulatory system. The log files, containing information about their overall performance, and self-report measures, assessing emotions and impressions towards agents obtained from their interactions with MetaTutor were used to assess the relationship between subjective agent-directed emotions, SRL processes and overall learning gains. Results indicate that agent-directed emotions were not significantly related to SRL strategy use, negative agent-directed emotions were significantly related to negative learning gains and negative agent-directed emotions for two specific agents (representative of two SRL pillars) were related to negative learning gains. Implications for the design of multi-agent systems and the role of emotions during human-agent interactions and their relation to learning are discussed.
Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::e47fcb9a0e8f34bcb8229d3e3b41197c&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu0 citations 0 popularity Average influence Average impulse Average Powered by BIP!more_vert Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::e47fcb9a0e8f34bcb8229d3e3b41197c&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Conference object 2014 France EnglishHAL CCSD SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorTaub, Michelle; Azevedo, Roger; Mudrick, Nicholas; Clodfelter, Erika; Bouchet, François;International audience; Research on Self-Regulated Learning (SRL) in hypermedia-learning environments revealed that students are unable to engage in effective use of SRL, which have important implications for designing hypermedia-learning environments. 60 undergraduate students interacted with MetaTutor, an intelligent, multi-agent hypermedia-learning environment, with the overall goal of learning about the human circulatory system. There are two experimental conditions; prompt and feedback and control. We investigated if there were significant differences on the performance on and use of sub goals among the different experimental conditions. Results indicated significant differences between experimental conditions, such that participants in the prompt and feedback condition had higher sub goal quiz scores, spent more time engaging in each sub goal, had larger page relevant ratios, and had lower irrelevant page ratios, compared to participants in the control condition. These results suggest the importance of scaffolding in promoting the effective use of SRL strategies while interacting with a hypermedia-learning environment.
Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::0088a1ac71952f702b6e087ba8723d83&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu0 citations 0 popularity Average influence Average impulse Average Powered by BIP!more_vert Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::0088a1ac71952f702b6e087ba8723d83&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Conference object , Part of book or chapter of book 2018 FranceSpringer International Publishing NSF | Contextual Research-Empir..., NSF | The Effectiveness of Inte..., SSHRCNSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutor ,NSF| The Effectiveness of Intelligent Virtual Humans in Facilitating Self-Regulated Learning in STEM with MetaTutor ,SSHRCAuthors: François R. Bouchet; Jason M. Harley; Roger Azevedo;François R. Bouchet; Jason M. Harley; Roger Azevedo;International audience; Adapting ITSs that promote the use of metacognitive strategies can sometimes lead to intense prompting, at least initially, to the point that there is a risk of it feeling counterproductive. In this paper, we examine the impact of different prompting strategies on self-reported agent-directed emotions in an ITS that scaffolds students' use of self-regulated learning (SRL) strategies, taking into account students' prior knowledge. Results indicate that more intense initial prompting can indeed lead to increased frustration, and sometimes boredom even toward pedagogical agents that are perceived as competent. When considering prior knowledge, results also show that this strategy induces a significantly different higher level of confusion in low prior knowledge students when compared to high prior knowledge students. This result is consistent with the fact that higher prior knowledge students tend to be better at self-regulating their learning, and it could also indicate that some low prior knowledge students may be on their path to a better understanding of the value of SRL.
https://hal.archives... arrow_drop_down https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2018License: Springer TDMData sources: CrossrefMémoires en Sciences de l'Information et de la CommunicationConference object . 2018add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-91464-0_4&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu6 citations 6 popularity Top 10% influence Average impulse Average Powered by BIP!more_vert https://hal.archives... arrow_drop_down https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2018License: Springer TDMData sources: CrossrefMémoires en Sciences de l'Information et de la CommunicationConference object . 2018add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-91464-0_4&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Part of book or chapter of book , Conference object 2015 FranceSpringer International Publishing SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorJason M. Harley; Cassia C. Carter; Niki Papaionnou; François R. Bouchet; Ronald S. Landis; Roger Azevedo; Lana Karabachian;International audience; The current study examined the relationships between learners’ (N = 124) personality traits, the emotions they experience while typically studying (trait studying emotions), and the emotions they reported experiencing as a result of interacting with two Pedagogical Agents (PAs - agent-directed emotions) in MetaTutor, an advanced multi-agent learning environment. Overall, significant relationships between a subset of trait emotions (trait anger, trait anxiety) and personality traits (agreeableness, conscientiousness, and neuroticism) were found for three agent-directed emotions (pride, boredom, and neutral) though the relationships differed between the two PAs. These results demonstrate that some trait emotions and personality traits can be used to predict learners’ emotions toward specific PAs (with different roles). Suggestions are provided for adapting PAs to support learners’ (with certain characteristics) experience of positive emotions (e.g., enjoyment) and minimize their experience of negative emotions (e.g., boredom). Such an approach presents a scalable and easily implemented method for creating emotionally-adaptive, agent-based learning environments, and improving learner-PA interactions to support learning.
Hal-Diderot arrow_drop_down Hal-DiderotPart of book or chapter of book . Conference object . 2015https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2015License: Springer Nature TDMData sources: CrossrefMémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2015add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-19773-9_15&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu6 citations 6 popularity Average influence Average impulse Average Powered by BIP!more_vert Hal-Diderot arrow_drop_down Hal-DiderotPart of book or chapter of book . Conference object . 2015https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2015License: Springer Nature TDMData sources: CrossrefMémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2015add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-19773-9_15&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Article , Conference object 2015 FranceElsevier BV SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorHarley, Jason M.; Bouchet, François; Hussain, M. Sazzad; Azevedo, Roger; Calvo, Rafael A.;National audience; In this paper we discuss the methodology and results of aligning three different emotional measurement methods (automatic facial expression recognition, self-report, electrodermal activation) and their agreement regarding learners’ emotions. Data was collected from 67 undergraduate students from a North American university who interacted with {MetaTutor}, an intelligent, multi-agent, hypermedia environment for learning about the human circulatory system, for a 1 hour learning session (Azevedo et al., 2013, Harley, Bouchet, \& Azevedo, 2013). A webcam was used to capture videos of learners’ facial expressions, which were analyzed using automatic facial recognition software ({FaceReader} 5.0). Learners’ physiological arousal was measured using Affectiva’s Q-Sensor 2.0 electrodermal activation bracelet. Learners self-reported their experience of 19 different emotional states (including basic, learner-centered, and academic achievement emotions) using the Emotion-Value questionnaire (Harley et al., 2013). They did so on five different occasions during the learning session, which were used as markers to align data from {FaceReader} and Q-Sensor. We found a high agreement between the facial and self-report data (75.6%) when similar emotions were grouped together along theoretical dimensions and definitions (e.g., anger and frustration) (Harley, et al., 2013). However, our new results examining the agreement between the Q-Sensor and these two methods suggests that electrodermal ({EDA}/physiological) indices of emotions do not have a tightly coupled (Gross, Sheppes, \& Urry, 2011) relationship with them. Explanations for this finding are discussed.
Computers in Human B... arrow_drop_down Hyper Article en Ligne; Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCOther literature type . Conference object . 2014add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1016/j.chb.2015.02.013&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu129 citations 129 popularity Top 1% influence Top 10% impulse Top 1% Powered by BIP!more_vert Computers in Human B... arrow_drop_down Hyper Article en Ligne; Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCOther literature type . Conference object . 2014add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1016/j.chb.2015.02.013&type=result"></script>'); --> </script>
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description Publicationkeyboard_double_arrow_right Conference object 2018 France EnglishHAL CCSD SSHRC, NSF | Contextual Research-Empir..., NSF | The Effectiveness of Inte...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutor ,NSF| The Effectiveness of Intelligent Virtual Humans in Facilitating Self-Regulated Learning in STEM with MetaTutorAuthors: Harley, Jason, M; Bouchet, François; Azevedo, Roger;Harley, Jason, M; Bouchet, François; Azevedo, Roger;International audience; We help advance the research on emotions with a preliminary investigation of differences between 116 students' typical studying emotions and those they experienced while studying with an ITS. Results revealed that students reported significantly lower levels of negative emotions while studying with an ITS compared to their typical emotional dispositions toward studying. 1 Introduction Achievement emotions are critical because of the impact they have on our success and failure in important and influential domains such as learning and success in school [1]. Emotions can support achievement by fostering motivation, focusing attention and limited cognitive resources on achievement-related activities and promoting adaptive information processing and self-regulation strategies [1]. While research has focused on the emotions learners tend to experience while interacting with these systems, little is known about how students general academic emotional tendencies compare with those experienced during these, often novel, interactions [2]. Understanding how students typically feel while studying is valuable because of its potential to inform user models and design more adaptive ITSs [3]. Moreover, comparisons provide an affective benchmark to help researchers appreciate affective benefits or shortcomings that systems have when compared to students' academic status quo. In this study, we investigated the effect of administering the achievement emotions questionnaire (AEQ [1]) prior to learners' interaction with MetaTutor and halfway through their interaction with it on the negative emotions they reported experiencing. We were particularly interested in learners' negative emotions because of the deleterious impact they can have on learners' experience with the system, self-regulated learning skill use, and achievement. Our hypothesis was that learners would report lower intensity levels of these emotions while studying with MetaTutor on account of lower appraisals of instrumental task value [4, 5]. In other words, because MetaTutor is a low stakes studying environment, like many ITSs, students can focus on content and process practice and mastery without concern for grades [3].
Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne - Sciences de l'Homme et de la Société; Hal-DiderotConference object . 2018Mémoires en Sciences de l'Information et de la CommunicationConference object . 2018All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od_______212::1dc449e63e58d28667d525ec7c9f83a1&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu0 citations 0 popularity Average influence Average impulse Average Powered by BIP!more_vert Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne - Sciences de l'Homme et de la Société; Hal-DiderotConference object . 2018Mémoires en Sciences de l'Information et de la CommunicationConference object . 2018All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od_______212::1dc449e63e58d28667d525ec7c9f83a1&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Article 2018 FranceInstitute of Electrical and Electronics Engineers (IEEE) SSHRC, NSF | The Effectiveness of Inte..., NSF | Contextual Research-Empir...SSHRC ,NSF| The Effectiveness of Intelligent Virtual Humans in Facilitating Self-Regulated Learning in STEM with MetaTutor ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorAuthors: Jason M. Harley; Michelle Taub; Roger Azevedo; François Bouchet;Jason M. Harley; Michelle Taub; Roger Azevedo; François Bouchet;International audience; Research on collaborative learning between humans and virtual pedagogical agents represents a necessary extension to recent research on the conceptual, theoretical, methodological, analytical, and educational issues behind co-and socially-shared regulated learning between humans. This study presents a novel coding framework that was developed and used to describe collaborations between learners and a pedagogical agent (PA) during a subgoal setting activity with MetaTutor, an intelligent tutoring system. Learner-PA interactions were examined across two scaffolding conditions: prompt and feedback (PF), and control. Learners' compliance to follow the PA's prompts and feedback in the PF condition were also examined. Results demonstrated that learners followed the PA's prompts and feedback to help them set more appropriate subgoals for their learning session the majority of the time. Descriptive statistics revealed that when subgoals were set collaboratively between learners and the PA, they generally lead to higher proportional learning gains when compared to less collaboratively set goals. Taken together, the results provide preliminary evidence that learners are both willing to engage in and benefit from collaborative interactions with PAs when immediate, directional feedback and the opportunity to try again are provided. Implications and future directions for extending co-and socially-shared regulated learning theories to include learner-PA interactions are proposed.
https://doi.org/10.1... arrow_drop_down add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1109/tlt.2017.2756629&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu27 citations 27 popularity Top 10% influence Top 10% impulse Top 10% Powered by BIP!more_vert https://doi.org/10.1... arrow_drop_down add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1109/tlt.2017.2756629&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Conference object 2014 France EnglishHAL CCSD SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorMudrick, Nicholas; Azevedo, Roger; Taub, Michelle; Feyzi-Behnagh, Reza; Bouchet, François;International audience; Though some research has focused on agent-direct affective processes, none has examined its impact on multi-agent learning environments and on the detection, modeling and fostering of self-regulated learning processes. 38 participants interacted with MetaTutor, an intelligent, multi-agent hypermedia-learning environment, to learn about the human circulatory system. The log files, containing information about their overall performance, and self-report measures, assessing emotions and impressions towards agents obtained from their interactions with MetaTutor were used to assess the relationship between subjective agent-directed emotions, SRL processes and overall learning gains. Results indicate that agent-directed emotions were not significantly related to SRL strategy use, negative agent-directed emotions were significantly related to negative learning gains and negative agent-directed emotions for two specific agents (representative of two SRL pillars) were related to negative learning gains. Implications for the design of multi-agent systems and the role of emotions during human-agent interactions and their relation to learning are discussed.
Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::e47fcb9a0e8f34bcb8229d3e3b41197c&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu0 citations 0 popularity Average influence Average impulse Average Powered by BIP!more_vert Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::e47fcb9a0e8f34bcb8229d3e3b41197c&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Conference object 2014 France EnglishHAL CCSD SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorTaub, Michelle; Azevedo, Roger; Mudrick, Nicholas; Clodfelter, Erika; Bouchet, François;International audience; Research on Self-Regulated Learning (SRL) in hypermedia-learning environments revealed that students are unable to engage in effective use of SRL, which have important implications for designing hypermedia-learning environments. 60 undergraduate students interacted with MetaTutor, an intelligent, multi-agent hypermedia-learning environment, with the overall goal of learning about the human circulatory system. There are two experimental conditions; prompt and feedback and control. We investigated if there were significant differences on the performance on and use of sub goals among the different experimental conditions. Results indicated significant differences between experimental conditions, such that participants in the prompt and feedback condition had higher sub goal quiz scores, spent more time engaging in each sub goal, had larger page relevant ratios, and had lower irrelevant page ratios, compared to participants in the control condition. These results suggest the importance of scaffolding in promoting the effective use of SRL strategies while interacting with a hypermedia-learning environment.
Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::0088a1ac71952f702b6e087ba8723d83&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu0 citations 0 popularity Average influence Average impulse Average Powered by BIP!more_vert Hyper Article en Lig... arrow_drop_down Hyper Article en Ligne; Hal-DiderotOther literature type . Conference object . 2014Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2014All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=od______2417::0088a1ac71952f702b6e087ba8723d83&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Conference object , Part of book or chapter of book 2018 FranceSpringer International Publishing NSF | Contextual Research-Empir..., NSF | The Effectiveness of Inte..., SSHRCNSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutor ,NSF| The Effectiveness of Intelligent Virtual Humans in Facilitating Self-Regulated Learning in STEM with MetaTutor ,SSHRCAuthors: François R. Bouchet; Jason M. Harley; Roger Azevedo;François R. Bouchet; Jason M. Harley; Roger Azevedo;International audience; Adapting ITSs that promote the use of metacognitive strategies can sometimes lead to intense prompting, at least initially, to the point that there is a risk of it feeling counterproductive. In this paper, we examine the impact of different prompting strategies on self-reported agent-directed emotions in an ITS that scaffolds students' use of self-regulated learning (SRL) strategies, taking into account students' prior knowledge. Results indicate that more intense initial prompting can indeed lead to increased frustration, and sometimes boredom even toward pedagogical agents that are perceived as competent. When considering prior knowledge, results also show that this strategy induces a significantly different higher level of confusion in low prior knowledge students when compared to high prior knowledge students. This result is consistent with the fact that higher prior knowledge students tend to be better at self-regulating their learning, and it could also indicate that some low prior knowledge students may be on their path to a better understanding of the value of SRL.
https://hal.archives... arrow_drop_down https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2018License: Springer TDMData sources: CrossrefMémoires en Sciences de l'Information et de la CommunicationConference object . 2018add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-91464-0_4&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu6 citations 6 popularity Top 10% influence Average impulse Average Powered by BIP!more_vert https://hal.archives... arrow_drop_down https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2018License: Springer TDMData sources: CrossrefMémoires en Sciences de l'Information et de la CommunicationConference object . 2018add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-91464-0_4&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Part of book or chapter of book , Conference object 2015 FranceSpringer International Publishing SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorJason M. Harley; Cassia C. Carter; Niki Papaionnou; François R. Bouchet; Ronald S. Landis; Roger Azevedo; Lana Karabachian;International audience; The current study examined the relationships between learners’ (N = 124) personality traits, the emotions they experience while typically studying (trait studying emotions), and the emotions they reported experiencing as a result of interacting with two Pedagogical Agents (PAs - agent-directed emotions) in MetaTutor, an advanced multi-agent learning environment. Overall, significant relationships between a subset of trait emotions (trait anger, trait anxiety) and personality traits (agreeableness, conscientiousness, and neuroticism) were found for three agent-directed emotions (pride, boredom, and neutral) though the relationships differed between the two PAs. These results demonstrate that some trait emotions and personality traits can be used to predict learners’ emotions toward specific PAs (with different roles). Suggestions are provided for adapting PAs to support learners’ (with certain characteristics) experience of positive emotions (e.g., enjoyment) and minimize their experience of negative emotions (e.g., boredom). Such an approach presents a scalable and easily implemented method for creating emotionally-adaptive, agent-based learning environments, and improving learner-PA interactions to support learning.
Hal-Diderot arrow_drop_down Hal-DiderotPart of book or chapter of book . Conference object . 2015https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2015License: Springer Nature TDMData sources: CrossrefMémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2015add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-19773-9_15&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu6 citations 6 popularity Average influence Average impulse Average Powered by BIP!more_vert Hal-Diderot arrow_drop_down Hal-DiderotPart of book or chapter of book . Conference object . 2015https://doi.org/10.1007/978-3-...Part of book or chapter of book . 2015License: Springer Nature TDMData sources: CrossrefMémoires en Sciences de l'Information et de la Communication; HAL-UPMCConference object . 2015add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1007/978-3-319-19773-9_15&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eudescription Publicationkeyboard_double_arrow_right Article , Conference object 2015 FranceElsevier BV SSHRC, NSF | Contextual Research-Empir...SSHRC ,NSF| Contextual Research-Empirical Research--Detecting, Tracking, and Modeling Cognitive, Affective, and Metacognitive Regulatory Processes to Optimize Learning with MetaTutorHarley, Jason M.; Bouchet, François; Hussain, M. Sazzad; Azevedo, Roger; Calvo, Rafael A.;National audience; In this paper we discuss the methodology and results of aligning three different emotional measurement methods (automatic facial expression recognition, self-report, electrodermal activation) and their agreement regarding learners’ emotions. Data was collected from 67 undergraduate students from a North American university who interacted with {MetaTutor}, an intelligent, multi-agent, hypermedia environment for learning about the human circulatory system, for a 1 hour learning session (Azevedo et al., 2013, Harley, Bouchet, \& Azevedo, 2013). A webcam was used to capture videos of learners’ facial expressions, which were analyzed using automatic facial recognition software ({FaceReader} 5.0). Learners’ physiological arousal was measured using Affectiva’s Q-Sensor 2.0 electrodermal activation bracelet. Learners self-reported their experience of 19 different emotional states (including basic, learner-centered, and academic achievement emotions) using the Emotion-Value questionnaire (Harley et al., 2013). They did so on five different occasions during the learning session, which were used as markers to align data from {FaceReader} and Q-Sensor. We found a high agreement between the facial and self-report data (75.6%) when similar emotions were grouped together along theoretical dimensions and definitions (e.g., anger and frustration) (Harley, et al., 2013). However, our new results examining the agreement between the Q-Sensor and these two methods suggests that electrodermal ({EDA}/physiological) indices of emotions do not have a tightly coupled (Gross, Sheppes, \& Urry, 2011) relationship with them. Explanations for this finding are discussed.
Computers in Human B... arrow_drop_down Hyper Article en Ligne; Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCOther literature type . Conference object . 2014add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1016/j.chb.2015.02.013&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu129 citations 129 popularity Top 1% influence Top 10% impulse Top 1% Powered by BIP!more_vert Computers in Human B... arrow_drop_down Hyper Article en Ligne; Mémoires en Sciences de l'Information et de la Communication; HAL-UPMCOther literature type . Conference object . 2014add ClaimPlease grant OpenAIRE to access and update your ORCID works.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.This Research product is the result of merged Research products in OpenAIRE.
You have already added works in your ORCID record related to the merged Research product.All Research productsarrow_drop_down <script type="text/javascript"> <!-- document.write('<div id="oa_widget"></div>'); document.write('<script type="text/javascript" src="https://www.openaire.eu/index.php?option=com_openaire&view=widget&format=raw&projectId=10.1016/j.chb.2015.02.013&type=result"></script>'); --> </script>
For further information contact us at helpdesk@openaire.eu